Resumen

GUZMAN DE MOYA, Elsa. From the complexities of training to training by complexities: Alternative imaginaries to rethink education?. Investigación y Postgrado [online]. 2006, vol.21, n.1, pp.247-273. ISSN 1316-0087.

Uncertainty, dispersion, and contingencies are constantly affecting existence representations and insights. Amid this uniform and fragmented milieu, the difficulty to compare our surroundings has paradoxically defaced the formative space from which it was possible to postulate, perhaps with arrogance, a unity of meaning. Such circumstances are also an indication that within the planes configuring these recent events, the relevance of the initial questions is undermined because the changes do not point to fluctuations or temporary conditions but to insurmountable dissolutions if approached from conventional standpoints. Without doubt, there is a need to redefine critical methods in order to face with vitality and sensibility the challenges of a voluble and technologically charged future. These approaches must consider tackling the slippery issue of identity, regardless the pressure coming from asphyxiating invasions, in order to discern fresh thresholds to solve the crisis represented by both a mounting individualism and a solidification of the forces of thought. All this means that the problem posted by thinking education in its complexity and the complexity of education is not resolved by simply evaluating pragmatic elements to determine what we already know but by the will to discover multiple gestures occurring in the dynamic interaction among knowledge, authority and power. Only then we will be able to overcome the aging walls protecting the scientific discourse, the power structures controlling historicity, objectivity and the accumulation of knowledge. Significantly, the mercenaries of knowledge, trapped amid the rocks and dirt of the mudslide, refuse to recognise the interstice left behind by the guiding system that have dominated modern thinking.

Palabras clave : education; training; thought.